Publications

Prosper Canada collaborates with policy makers, academics and frontline workers to build a base of evidence concerning strategies for action that empower low-income and vulnerable families.

The majority of our publications are provided in accessible formats. For publications that do not meet this requirement, an accessible format is available on request at info@prospercanada.org.

2010
This paper is SEDI's response to a consultation paper of the Task Force on Financial Literacy. It provides recommendations for the Task Force's national strategy on financial literacy to help ensure it is inclusive and accessible to vulnerable populations.
2010
In the submission to the Ontario Working Group, SEDI shares insights on why it is important for students to be financially literate and suggests three key objectives for financial literacy education in Ontario.
2010
Findings from learn$ave provide important insights for policy-makers and community organizations considering tools and approaches to encourage those on low incomes to set financial goals, increase savings and build financial assets. Results from the project prove that saving and asset building programs can assist low-income Canadians to gain higher education and the skills and knowledge necessary for self-employment.
2010
This paper summarizes the content of the first meeting of GAAN held in September in Washington, D.C. Thirty-two people working in over fifty-four countries to create asset-building opportunities for economically disadvantaged people met to discuss ways in which a network could help solve issues in their work.
2009
This research was conducted for the Alberta Ministry of Employment and Immigration. It provides information that will support the ministry in determining the efficacy of financial literacy as a skill set that could increase the self-sufficiency of low-income Albertan
2009
This report released by the Social Research and Demonstration Corporation (SRDC) indicates that SEDI's learn$ave program has had a positive effect on enrolment in adult education. What separates learn$ave from most other IDA programs implemented earlier in Canada and the United States is the presence of a control group containing participants who did not receive credits and other services, which enabled researchers to see what would have happened in the absence of learn$ave.
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